Lesson Plan for Chapter 7:
Reading and answering questions based on chapter 7, as well as acting out significant events that have occurred throughout the novel.
Prerequisites
·Students must know the main events that have occurred in the first six chapters of the novel, The Family Under the Bridge.
Objectives
By the end of this lesson, the students will be able to:
· Identify significant components of the chapter both orally and by answering a set of guided questions
· Perform skits from various events in the story
Materials
· Novel: The Family Under The Bridge
· Flashcards with pictures from the novel
· One worksheet per student
· One pencil and eraser per student
English Language Arts Competencies:
· To read and listen to literary, popular and information-based texts: When chapter 7 is being read, students are expected to pay close attention and follow along in their novels.
· To use language to communicate and learn: Students must use appropriate language when performing their skits and when explaining their pictures to the entire class. As well, students must use proper language, grammar, and relevant ideas when answering the chapter 7 handout.
Drama Competencies:
· To invent dramatic scenes: In groups, students will create skits using pictures they are given from the novel, and will perform these scenes to the entire class.
Cross Curricular Competencies:
· To exercise critical judgment: In groups,students will choose which roles they would like to act out for their given scene. Students must pick roles that are suitable to them.
· To use creativity: Students will use their creativity and imaginations when determining how they will act out their scene.
· To adopt effective work methods: Throughout their group work and individual work, students will work quietly, productively, and will be aware of the time they have to complete their assignments.
· To cooperate with others: Students will be working on their skits in groups and must be patient, respectful, fair, and cooperative when working with their group members.
· To communicate appropriately: Students must perform their skits clearly and ensure that their skits relate to the pictures they are given. Additionally, when working on their worksheets, students must ensure that their ideas are written out clearly and at a grade four level (eg. Full sentences, grammar).
Introduction (30 minutes):
The lesson will begin with a clear and thorough review of the novel. Each student will be expected to contribute to class discussions and will be asked to state at least one significant event that has so far taken place in the novel.
Students will gather around the reading carpet and I will read chapter seven to the class. This chapter is extremely detailed, thus, it will be read slowly and clearly. I will stop reading after every few paragraphs to ensure that the students are following, aware of what’s going on, and have a good understanding of the events that are taking place in this chapter.
Development (20-30 minutes):
Once chapter seven has been read and explained to the entire class, the students will be asked to act out significant events that have occurred in the chapters that we have read.
· The students will be placed in groups.
· Each group will be given a card with a picture of the scene they will be acting out.
· The students will decide who plays what role in their scenes and the group will work together and brainstorm a creative and appropriate skit that represents the picture they were given.
· The groups will be given around 7 minutes to rehearse their skits.
· Once they have rehearsed, they will perform their skits to the entire class.
· After each skit, the students watching will have to identify the significant event that has taken place. If the audience (the students watching) are unable to do so, the group that performed will have to explain the scene to their classmates.
Conclusion (20 minutes):
Once each skit has been performed, the students will be given a worksheet (on chapter 7) to complete.
· I will read the questions to them and make sure that they all understand the questions being asked.
· I will hand each student a worksheet and they will be asked to quietly take their seats and work on answering the chapter 7 questions.
· If they have any questions, they will be asked to remain in their seats and put up their hands.
· They will work on this worksheet until recess.
This worksheet will be completed for homework if it is not finished in class and if any of the students finish early, they will be asked to complete a summary of the novel for display.
Evaluation
Students will be evaluated on a variety of criteria throughout this lesson:
They will be evaluated on…
1. How attentive and focused they are throughout the in-class reading.
2. How well they contribute to class discussions and how well they answer questions when they are called on.
3. How well they work, cooperate, collaborate ideas, and respect their group members while rehearsing and performing their skits.
4. How well they remain on task and not distract others from doing their work.
5. How well they work on their worksheets, answering questions from chapter 7 quietly and remaining focused.
6. How well they know the information based on their completed worksheets and creative skits performed.
The worksheets will be handed in after the lesson, or once they have been completed for homework, and I will be marking each and every one to ensure that there is a strong understanding of this important chapter in the story.
A single assessment sheet will be filled out for every student in the class after this lesson. This sheet will record how well the students have completed each task throughout the lesson and how well they grasp the information that they have learned.
Follow-Up
In the following literature class, students will be asked to hand in their completed worksheets in order to be marked. Once these assignments have been marked, I will be able to identify which students clearly understood the chapter, and who experienced some difficulty with this chapter.
I will try to mark these papers immediately as it will teach me whether or not the students were able to identify and understand the main events that took place in this chapter, as well as learn how much more time I need to review with the students.
Teacher Self-Assessment
Self-Checklist:
1. Was the review of the first six chapters thorough and clear?
2. Did I ensure that all students participated in class discussions and remained focused at all times?
3. Were my instructions for the activity and worksheet delivered clearly and understood by all students?
4. Was there enough work for students to complete throughout the lesson?
5. Were the activities clear and reasonable for the students to complete?
6. Were the students engaged in acting out various main events from the story?
7. Were the students able to work on their stencils independently and with ease once the chapter was read and the instructions were delivered?
8. Did the students meet the goals and objectives of the lesson?
9. Did I assess the mastery of the competencies throughout the lesson?
Lesson Reflection:
(What went over well and what would I do differently?)
